Fahrenheit 451 Reading 2 McCarthyism

James Lindberg

Goals/Objectives
Students will be able to cite evidence from a novel as details for their answers.

Standards
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
CCSS.ELA-LITERACY.RL.8.6
Analyze how differences in the points of view of the characters and the audience or reader (e.g.,
created through the use of dramatic irony) create such effects as suspense or humor.

Materials and Preparation

Pieces of paper to write-on
PowerPoint with Do Now question
Pencils/pens
Packet of questions based on the novel

Classroom Arrangement and Management Issues

Students are seated in pairs, 3 rows of 5 columns, all facing the front of the classroom. There are
a couple of students seated at the table at the front of the room, but they are also facing the board.
I will start the in the front of the room but plan on walking around during almost the entire lesson
to view student work, and listen to conversations. I want to make sure that I state that my
expectations for the students are the same as Ms. S. Students will be working individually, in
partners, and as a whole class. I will also have my phone ready if I need to give or take away
ClassDojo points.

Plans
(Hook- 10 minutes)
I am going to start the lesson with a do now, which students will have to write down with 4
complete sentences. The question will be to remind students of last class, where we read our
first document about Joseph McCarthy. I will check to make sure students are answering the
question and then ask a couple of students to share. I will then tell students to open their
Fahrenheit 451 books to where we left of, my book page 10, most of there books page 12.
(The Body - 25 minutes) I will read from page to page and then direct students to their
packets where they will work in partners to answer them. The questions force students to have to
look back into the text to find details to describe their answers. Students will have about 10
minutes to answer the questions and if they finish early, they have last classs answers to finish
still. During this time, I will walk around the classroom, answering questions and making notes
about student understanding and how the students are working with their partner.

(The Closure 10 minutes) After 10 minutes of working on answering their questions, I will
direct student attention back to the whole group where we will share some answers and have a
quick discussion about some of the more challenging information from the reading. I will use
some discussion tactics, such as orienting students to the text and each other, but I will clarify
any factual discrepancies.

Anticipating Students Responses and My Possible Responses

Student knowledge about McCarthyism is low at this point, as they have read only one document
talking about it. Therefore I expect there to be some confusion about who Joseph McCarthy is
and why he is important. This means that the questions about McCarthyism may be on a more
lower order thinking at first. There are also some difficult subjects talked about in this chapter so
there may be a lot of confusion and questions. I want to hear as many student questions as
possible and hopefully the other students can help each other find the answer. It may be unclear
to students that Guys wife, Mildred, has overdosed on sleeping pills. It is also unclear in the
novel if she is trying to commit suicide or if she just accidentally took too many. There is also a
discussion with Clarisse McClellan about how she has to see a psychiatrist and I am unsure if
students are familiar with this. We may have to have a short discussion about who a psychiatrist
is and what it is that they do.

Assessment of the Goals/Objectives listed above

As I listen to students speak, and read what they have wrote, I will be marking down notes to
myself about individual students or different partner groups. The questions from the reading will
help me to see if students are citing specific textual evidence for their responses. The exit slip
will also help me see if students can source a document, and let me know if students have any
questions that they were afraid to ask out loud.

Accommodations
For two students in particular, I will not be expecting them to write four full sentences at the
beginning, and when I am grading their work, I am not going to be grading them on their English
or grammar skills. Students are going to be working in partners, that my teacher has already set
up due to some students needing a little bit more help from their partner. There is also a Special
Education teacher who is normally in the classroom to help one of the students.